This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.

1. 5 FACTORS AFFECTING
LANGUAGE LEARNING
STRATEGIES

2. GENDER
 Chang (2007)
 Female learners showed significantly greater use of
language learning strategies than did male learners in
three of six categories on the SILL: cognitive strategies,
metacognitive strategies, and social strategies.
 Oxford’s (1995)
 Gender was one of factors affecting the choices of
language learning strategies. That is, females used
Memory and Metacognitive strategies more frequently
than males.
 Wharton (2000)
 males were more likely to use a variety of learning
strategies than females.

3. BACKGROUND OF PARENTS
ACADEMIC
 Faizahani (2002)
 Students with parenst that highly educated used more
language learning strategies compare to students with
low educated parents.
 Salvin (1997)
 Parents that highly educated make physical and mental
preparation to help the development of physiology and
cognitive or their children. Parents with low education
background raised their children without enough
preparation and intellectual sources
 Mohd Nazali(1999)
 student with parent that highly educated used more
language learning strategies outside classroom and in
examination than other group.

4. MOTIVATION
 Oxford (1994)
 Research shows that motivation directly influences how
often students use L2 learning strategies, how much
input they receive in the language being learned, how
well they do on curriculum-related achievement tests,
how high their general proficiency level becomes and
how long they persevere and maintain L2 skills after
language study is over.
 Gardner (1985)
 Motivation and attitudes are the primary sources
contributing to individual language learning. The
phenomenon of motivation as consisting of four
components: a goal, effort, want, and attitudes toward
the learning activity

5. EXPERIENCES IN STUDYING ENGLISH
 Khamkhien (2010)
 Thai students who had additional experience in studying
English in the language centre and/or of going abroad for not
more than four months used Cognitive and Metacognitive
categories significantly more frequently than those who had
no additional experience
 Thai students experience in studying English has an effect on
the choices of language learning strategies, particularly in the
use of Cognitive and Metacognitive categories in learning
English
 Purdie and Olive (1999)
 The importance of experience in studying a language as one
of the factors affecting the choices of language learning
strategies.
 Opper, Teichler, and Carlson’s (1990)
 Studying abroad is deemed to have an influence on students’
thought and learning style, especially in their actual ability in
language learning.

6. LEARNING STYLE
 Rossi-Le (1989)
 The study demonstrated that an individual's background
and learning style preference influence the types of
learning strategies that he/she will employ in acquiring a
second language
 Ehrman & Oxford (1990)
 An individual’s learning style preferences influence the
type of LLS they use. Extroverts show a strong
preference for social strategies; introverts use
metacognitive strategies more frequently

7. REFERENCES
 Chang, C.Y. 2007. A Study of Language Learning
Strategies Used by College EFL Learners in Taiwan
 Khamkien, A. 2010. Factors Affecting Language
Learning Strategy Reported Usage by Thai and
Vietnamese EFL Learners
 Oxford, R. 1994. Language Learning Motivation:
Expanding the Theoretical Framework. The Modern
Language Journal Volume 78, Issue 1 : 12–28
 Rossi-Le, L. 1989. Perceptual Learning Style
Preferences and their relationship to Language Learning
Strategies in adult students of English as a Second
Language